Sociology 404: Qualitative Research Methods
MWF 12:00-12:50 in 3716 HBLL
Winter 2010
Instructor: James W. Phillips
Email:
Office hours: MW 1:00-2:00pm in 385 SWKT and by appointment
Introduction: Welcome to qualitative research methods of sociology! In this course I hope that you’ll be able to learn a new way of looking at the scientific method and that this will be a valuable addition to your collegiate education, overall way of thinking about and gaining knowledge, and your life skill set.
Required Readings:
Lofland, John, David Snow, Leon Anderson, Lyn H. Lofland. 2006. Analyzing social settings: A guide to qualitative observation and analysis, 4th ed. Belmont, CA: Thomson Wadsworth.
Griffin, John Howard. 1996 [1962]. Black like me, 35th anniversary edition. New York, NY: Signet.
Other selected journal articles and book chapters listed in the reference list at the end of the syllabus and listed within the course calendar.
Course Outline: As you’ll soon come to realize, there’s several sub-categories of research methods that fall under the category of “qualitative research.” In this course we will learn each of these topics through a combination of approaches—lectures, discussions, and class activities.
First, I will generally use each Monday to lecture on the particular topic of the week. For these lectures I will expect that the textbook-based readings (i.e., Analyzing Social Settings and Black Like Me) will be read prior to and in preparation to receive the Monday class lectures.
Second, I will generally use the Wednesday classes to engage more in classroom discussion on the other selected readings. Oftentimes it is difficult to learn about qualitative methods without reading the works that others have developed as examples and applications of what we have already learned in class. In this portion of the class, you will also be expected to come prepared to class having already read the assigned readings.
Third, I will use the Friday class for more activity-based learning. In the earlier portion of the semester we will use this time for class activities such as listening to interview examples, performing interviews among classmates, conducting classroom field note exercises, among other activities. Later in the semester, we will use this time to work on our classroom scripture coding work, learning and using NVivo qualitative software, and working with your partner on your final qualitative study and presentation. I might also include some class discussions of qualitative research in the media or guest lecturer invitations as well.
There’s one last item about the class as a whole to cover. For several lectures we will be using the sociology department’s survey lab in 2068 JFSB. The class code is _____. Using this lab is a privilege and there are several rules that must be followed. Please see the handout on “Conditions of Use.”
Assignments and Grading: The following assignments will comprise the grading portion in this class. Changes may be made to this syllabus during the course of the semester. A more descriptive assignment sheet will be given for the class coding assignment, interview, research proposal, original research study, and presentation of original research.
Class exercises: Throughout the course I will include classroom activities that supplement your learning. These are typically group activities that will require basic, active participation. Only some of these class exercises will require in-class writing.
Reading quizzes: With few exceptions, when students don’t have a grade attached to their reading, the reading does not occur. Reading the assigned texts, articles, and book chapters in this class is important not only to doing well in the class itself for your college education, but also for improving your general knowledge and life skill set. For these purposes, I will expect students to read the assigned readings in preparation for class and I will use quizzes to ensure this. Some quizzes will be announced beforehand; however, others will not. The quizzes will consist of either a short written answer to a general question about the reading, or some form of multiple choice. I will do my best to quiz on reading comprehension, rather than minute details from the readings.
Class exercises 10%
Reading quizzes 15%
Class coding assignment 10%
Interview 15%
Research proposal (mid-term) 25%
Original research study 20%
Presentation of original research (final exam) 5%
Class Calendar:
Week 1: Course introduction, comparisons with quantitative methods
Jan 4, Mon: First day of class, syllabus overview, introductions
Jan 6, Wed: No readings
Jan 8, Fri: Class exercise
Week 2: Rethinking the scientific method, philosophy of science and theory
Jan 11, Mon: Analyzing ch. 1 (p. 9-14)
Jan 13, Wed: Suddaby reading
Jan 15, Fri: (Add/Drop Deadline today) Class exercise
Week 3: Overview of each qualitative method
Jan 18, Mon: No class today, Martin Luther King Jr. Holiday
Jan 20, Wed: Analyzing ch. 2 (pp. 15-32)
Jan 22, Fri: Class exercise—forming appropriate research questions
Week 4: Designing a qualitative study, proposal beginnings
Jan 25, Mon: Analyzing ch. 8 (just pp. 168-180)
Jan 27, Wed: Black Like Me (pp. 1-41)
Jan 29, Fri: Class exercise, Proposal topic and references due in class
Week 5: Data collection, transcription, field notes
Feb 1, Mon: Analyzing ch. 5 (pp. 81-117)
Feb 3, Wed: Cassell reading
Feb 5, Fri: No class today—field notes exercise
Week 6: Data analysis, themes, and coding
Feb 8, Mon: (Withdraw deadline) Analyzing ch. 7 (just pp. 144-152)
Feb 10, Wed: Black Like Me pp. 42-101
Feb 12, Fri: Class exercise, Rough draft of proposal due in class
Week 7: NVivo 8.0 and qualitative software
Feb 15, Mon: No class today, President’s Day Holiday
Feb 16, Tues (Monday instruction): Class meets in survey lab
Feb 17, Wed: Class meets in survey lab
Feb 19, Fri: Class meets in survey lab, Class coding assignment due (1st half-coding)
Week 8: Reporting and presenting qualitative research
Feb 22, Mon: Analyzing ch. 10 (just pp. 224-231)
Feb 24, Wed: Black Like Me pp. 101-150
Feb 26, Fri: Class exercise, Final draft of proposal due in class
Week 9: Interviews
March 1, Mon: Interview participant check
March 3, Wed: Class exercise
March 5, Fri: No class—work on interview assignment
Week 10: Content analysis
March 8, Mon: Analyzing ch. 9 (just pp. 198-202), Interview recording due
March 10, Wed: Lindner reading
March 12, Fri: Class exercise, Class coding assignment due (2nd half-content analysis)
Week 11: Participant observation
March 15, Mon: Black Like Me pp. 151-188
March 17, Wed: Thorne reading
March 19, Fri: No class—work on interview assignment
Week 12: Focus groups and case studies
March 22, Mon: Stewart reading, just chapter 3 (pp. 37-49), Interview transcription due
March 24, Wed: Elder reading
March 26, Fri: Class exercise
Week 13: Current, creative developments and other methods of research
March 29, Mon: Boyatzis reading
March 31, Wed: Class exercise, Outline of original research study due by end of class
April 2, Fri: White reading, feedback given for outline of original research study
Week 14: Original qualitative research
April 5, Mon: No class—work on original research study
April 7, Wed: Rough draft of original research study due in class
April 9, Fri: Class exercise—work on original research study
Week 15: Finals preparation
April 12, Mon: Class exercise—work on original research study
April 14, Wed: No Class, Reading Day
April 16, Fri: No Class, Finals Week begins
April 17, Saturday: Final Exam scheduled 11:00am-2:00pm, in 3716 HBLL.
Final draft of original research study due.
Final presentations due.
Class exercise—attending presentations.
Late Work Policy: If you have a “university approved” or “excused” absence, then you should get credit for work after the deadline it is due. For students who choose to turn in assignments late or not attend class for other reasons (and thus miss class work exercises and reading quizzes), I find this less likely to be treated similarly than the university approved and excused absences. I would caution students in assuming that “flexible” deadlines occur because of life events (work, social life, or roommate having a bad breakup) and encourage students to both turn in their work on time and also be in class to engage in Class exercises and reading quizzes. For those who miss class or don’t turn in their assignments for non-approved and unexcused reasons, you should expect to incur at least some penalty. Even though “life happens,” it does not mean that one student is entitled to receive more time (and therefore, advantage) over other students and receive full credit. When something does happen, please email me.
Learning Outcomes: The University has an expectation that students should learn “diverse research methodologies.” This class fulfills this expected learning outcome. More specifically, students who complete this class will have the following expected learning outcomes:
1. Students will understand the place of qualitative research among the full range of research methodologies. They will understand how it both parallels and contrasts with other approaches of the scientific method.
2. Students will become familiar with each of the sub-topics of qualitative research. These will include interview techniques, participant observation, content analysis, focus groups and case studies, and so forth. Graduates will be aware of the philosophical and theoretical assumptions behind each of these various methods.
3. Students will be able to conduct original research and develop greater proficiency in one of the sub-topics of qualitative methods. Students will be capable of proposing original research in the form of a written, scholarly proposal. Students will be able to conduct bibliographic research skills.
4. Students will be able to analyze and present on original qualitative research and be able to defend why their research question is fitting to their particular method.
5. Students will be proficient in using NVivo qualitative software for coding work and for understanding trends across text-level data.
Sexual Harassment Policy: Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 378-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 378-2847.
Students with Disabilities: Brigham Young University is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (378-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the SSD office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 378-5895, D-282 ASB.
Honor Code: In an age where getting ahead of your peers is sometimes equated with success in life, people can feel like getting ahead by any means necessary is well worth it. Plagiarizing and/or using other people’s work without appropriately citing them, is dishonest. No matter the worth of the assignment, it is not worth cheating for. As your instructor, I will notice instances of cheating on assignments or plagiarizing on papers. See http://www.byu.edu/honorcode for specific examples of intentional, inadvertent plagiarism, and fabrication, falsification.
Class Readings List
Cassell, Joan. 1997. Doing gender, doing surgery: Women surgeons in a man’s profession. Human Organization 56(1):47-52.
Boyatzis, Chris J. and Denise L. Janicki. 2003. Parent-child communication about religion: Survey and diary data on unilateral transmission and bi-directional reciprocity styles. Review of Religious Research 44(3):252-270.
Elder, Keith, Sudha Xirasagar, Nancy Miller, Shelly Ann Bowen, Saundra Glover, and Crystal Piper. 2007. African Americans’ decisions not to evacuate New Orleans before Hurricane Katrina: A qualitative study. American Journal of Public Health 97(S1):124-129.
Lindner, Andrew M. 2009. Among the troops: Seeing the Iraq War through three journalistic vantage points. Social Problems 56(1):21-48.
Pirsig, Robert M. 1999 [1974]. Family spirituality. In Zen and the art of motorcycle maintenance: An inquiry into valves, pp. 127-130. New York, NY: Harper Collins.
*Stewart, David W., Prem N. Shamdasani, and Dennis W. Rook. Focus groups: Theory and practice, 2nd ed. Thousand Oaks, CA: Sage.
Suddaby, Roy. 2006. From the editors: What grounded theory is not. Academy of Management Journal 49(4):633-642.
*Thorne, Barrie. 1995. Gender play: Girls and boys in school. New Brunswick, NJ: Rutgers University Press.
White, Lynn. 2005. Writes of passage: Writing an empirical journal article. Journal of Marriage and Family 67(4):791-798.
*a PDF will be provided for these readings